The Mastery-Based Learning Collaborative (MBLC) is a demonstration project taking place in 47 schools across Washington to help decision makers understand what quality mastery-based (or competency-based) learning looks like, how long it takes to implement, and what resources are necessary. The schools receive funding, coaching, and professional…

New Mexico's Every Student Succeeds Act state plan set the goal for all English learner students to attain English proficiency within five years. The Regional Educational Laboratory Southwest English Learners Research Partnership conducted this study to better understand progress toward English proficiency among American Indian English learner…

The California Next Generation Science Standards (CA NGSS) Toolkit for Instructional Materials Evaluation (TIME) is a suite of tools and processes for evaluating and selecting instructional materials aligned with the CA NGSS. This 11th report in the NGSS Early Implementers Initiative evaluation series is intended for school and district…

This document is designed to assist districts, administrators, and educators with all phases of the West Virginia COVID-19 2020 reentry planning process. This is a living, iterative, document that will be updated regularly to best benefit those associated with the grade six through grade twelve education community in West Virginia. This document…

The Iowa Adult Basic Education Assessment Study was conducted to document the qualities of excellence, accountability, and purpose that are present in Iowa's adult basic education (ABE) program. A six-step documentation procedure included creation of an ABE task force; submission of written assessment reports from ABE coordinators; development,…

This program guide is designed to provide the educational community with the recommended plan for industrial arts (IA) in Pennsylvania. It outlines the program that is consistent with the mandates and recommendations of the 1984 Chapter 5-Curriculum Regulations of the State Board of Education and has been developed using current national IA…

Community education can be characterized as a flexible community process for addressing the community's educational needs; it is designed by local residents to meet local needs. This guide presents an overview of community education and offers some ideas for drafting and passing legislation for community education and beginning and carrying out…

This report summarizes the work of the Georgia Express project staff and the five task teams that provided research services to the Georgia Task Force on Adult Education. (The purpose of the Task Force was to review Georgia Adult Education's current goals, objectives, and procedures and to make recommendations for program improvement.) The report…

This guide is designed to assist older worker program operators and managers as well as advocates for older workers in the field of employment and training. Described in the first two sections are the major components of the Job Training Partnership Act (JTPA) and the Senior Community Service Employment Program (SCSEP). The next two sections…

The guide is designed to assist school districts in designing and implementing programs to: (1) meet the needs of limited-English-proficient (LEP) students; and (2) be in compliance with state statutes and regulations. The guidelines are presented in seven sections, the first six corresponding to the sections of the program plan that must be…

This paper describes the Oklahoma Statewide Training and Regional Support (STARS) program, a system of early intervention inservice training developed to comply with the Individuals with Disabilities Education Act, Part H. Major challenges included identification of technical assistance needs, facilitation of training attendance, identification…

This guide is intended to assist states and service delivery areas (SDAs) in addressing the new oversight responsibilities and opportunities stipulated by the Job Training Partnership Act (JTPA) with respect to process evaluation. The first chapter provides an overview of the JTPA organizational system. Discussed next is the relationship among…

This guide is designed to provide vocational education, single parent/displaced homemaker program directors, and other interested persons with information to help them support, establish, and conduct programs for single parents or displaced homemakers in the nine vocational education planning regions of Utah. It includes definitions and staff…

Indiana's Comprehensive Action Plan (I-CAP) provides a framework for program excellence, accountability, and continuous improvement in adult education. The action plan includes guiding principles and benchmarks for quality programs. Adult education programs are evaluated annually on these 10 established principles of program quality: educational…

This operational policies manual is for adult programs developed by the Home Economics Education Service, Division of Vocational and Career Education, Ohio Department of Education, and is designed for administrators, teachers, and others responsible for adult vocational home economics programs. The first part of the guide consists of a historical…